University of Wyoming
Wyoming Scholars Repository
Honors Theses AY 16/17 Undergraduate Honors Theses
Spring 4-29-2017
Bringing Reading Back to the Classroom - EDTPA
Brie N. Hein
Follow this and additional works at: http://repository.uwyo.edu/honors_theses_16-17
Part of the Language and Literacy Education Commons
Secondary English Language Arts Task 1: Context for Learning Information
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 1 of 3 | 4 pages maximum
All rights reserved. V5_0916
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.
TASK 1: CONTEXT FOR LEARNING INFORMATION
Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
About the School Where You Are Teaching
1. In what type of school do you teach? (Type an “X” next to the appropriate description; if
“other” applies, provide a brief description.) Middle school: __X___
High school: _____
Other (please describe): _____
2. Where is the school where you are teaching located? (Type an “X” next to the appropriate description.)
1City: _____
Suburb: _____
Town: _____
Rural: __X___
3. List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment.
[The class I will be teaching is an Honors English class.]
4. Describe any district, school, or cooperating teacher requirements or expectations that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.
[ Due to the fact that the school is part of a PLC now, the pacing of classes is decided in frequent grade level team meetings. The Common Core Standards dictate that certain strategies be taught and methods be used in the classroom but do allow for flexibility in the materials that will be used. Common assessments and standardized testing happen throughout the year, including the NAEP test that was most recently used.]
About the Class Featured in this Learning Segment
1. How much time is devoted each day to English Language Arts instruction in your classroom?
[Approximately 50 minutes when students have all of their classes (three times a week) and 90 minutes for block schedule periods (once a week) are spent on English-Language Arts
instruction as the classes are English classes.]
2. Is there any ability grouping or tracking in English Language Arts? If so, please describe how it affects your class.
[There is Honors English available at the school, which will be the majority of the classes that I will teach. The other two classes I will be in charge of are both Advanced courses in reading or
1If you need guidance when making a selection, reference the NCES locale category definitions (https://nces.ed.gov/surveys/ruraled/definitions.asp) or consult with your placement school administrator.
Secondary English Language Arts Task 1: Context for Learning Information
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 2 of 3 | 4 pages maximum
All rights reserved. V5_0916
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.
creative writing. This will greatly impact how quickly students grasp material and view English in general. Typically, Honors students at least have a semblance of desiring to be in the
classroom. Students have already in some way shape or form established good academic habits in order to attain entrance into the Honors or Advanced class ]
3. Identify any textbook or instructional program you primarily use for English Language Arts instruction. If a textbook, please provide the title, publisher, and date of publication.
[ Lord of the Flies]
4. List other resources (e.g., electronic white board, online resources) you use for English Language Arts instruction in this class.
[ There is a smart board and a chalk board within the classroom used for instructional purposes.
My mentor teacher also utilizes a document camera to display student work or demonstrate different practices.]
About the Students in the Class Featured in this Learning Segment
1. Grade level(s):
[8]
2. Number of
students in the class: ___23__
males: __8___ females: __15___
3. Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in this learning segment. As needed, consult with your cooperating teacher to complete the charts. Some rows have been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or accommodations/modifications to instruction or assessment (e.g., students with
Individualized Education Programs [IEPs] or 504 plans, students with specific language needs, students needing greater challenge or support, students who struggle with reading, students who are underperforming or those with gaps in academic knowledge).
For Assessment Task 3, you will choose work samples from 3 focus students. At least one of these students must have a specified learning need. Note: California candidates must include one focus student who is an English language learner.
2Students with IEPs/504 Plans IEPs/504 Plans:
Classifications/Needs
Number of Students
Supports, Accommodations, Modifications, Pertinent IEP Goals Example: Visual processing 2 Close monitoring, use audio text
0
2California candidates—If you do not have any English language learners, select a student who is challenged by academic English.
Secondary English Language Arts Task 1: Context for Learning Information
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 3 of 3 | 4 pages maximum
All rights reserved. V5_0916
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.
